Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice

in Journal of Teaching in Physical Education
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  • 1 University of South Carolina
  • | 2 The Ohio State University
  • | 3 Kent State University
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Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (a) society, (b) higher education institutions, (c) PK–12 schools, (d) PK–12 and preservice student teachers (PST) students, (e) the purpose of physical education, (f) kinesiology, (g) professional associations, and (h) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change.

Mitchell is with the University of South Carolina, Columbia, SC, USA. Sutherland is with The Ohio State University, Columbus, OH, USA. Walton-Fisette is with Kent State University, Kent, OH, USA.

Mitchell (mmitchel@mailbox.sc.edu) is corresponding author.
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